Cambridge Strategies, a research body associated with Cambridge University, recently included us in their Innovation 800 project, which celebrates 800 years of academic excellence at Cambridge and which identifies global leaders in the field of educational change, in schools, universities and business.… Read more

Those familiar with ICHK know that Human Technologies is a programme of study that we have developed over the past five years and which students from Year 7 to 10 follow each week.

The course teaches that what makes humans so effective and powerful a presence on the planet is not just our native intelligence, but also our ability to share in and benefit from the thinking of others.… Read more

One of the advantages of being a small school is that all our students have a real opportunity to take part in the full range of sporting activities that a school has to offer. A good number of our students will have been on teams ranging from Football and Volleyball, from Touch to Bouldering. … Read more

Coming from the UK and working in secondary education, I have grown accustomed to the annual media storm that centers on the release of the IGCSE and A Level results in the late summer. It’s a perennial British pantomime of which, happily, we get only a mild version in Hong Kong.… Read more

There are a number of well-established, even taken-for granted, features of school structure and organisation that seriously hold back education, particularly at secondary level. In each case, they are quite clearly inadequate, even damaging of learning, and yet in each case they linger on in the mainstream.… Read more

Perhaps the most effective way of exploring how ICHK aligns with the fourth of OECD’s transversal conclusions is to step outside of the South East Asian educational environment for a moment and to invoke the principles that have catapulted a European nation, Finland, to the forefront of the global education agenda.… Read more

The third transversal conclusion drawn by the OECD speaks directly to the wealth of research that confirms that learning results from the dynamic interplay of emotions and cognition.

Indeed, to one extent or another, emotions are always either supporting or inhibiting learning, and the job of school is to create the mood-environment in which learning is made more not less likely.… Read more